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  • 1.
    Alastair, Henry
    et al.
    Högskolan Väst.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Korp, Helena
    Högskolan Väst.
    Elevers möten med engelska i och utanför skolan : Upprop till deltagande i forskningsprojektet Bridging the Gap2014In: LMS : Lingua, ISSN 0023-6330, no 4, p. 22-26Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Asplund, Stig-Börje
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Kontio, Janne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Stockholms universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Texten bakom texten: Böcker, mobiltelefoner och manliga läsare på Bygg-och anläggningsprogrammet2021In: Yrkesdidaktiska dilemman / [ed] Janne Kontio och Sofia Lundmark, Stockholm: Natur & Kultur , 2021, p. 205-230Chapter in book (Other academic)
  • 3.
    Axén, Robin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Projektarbeten på gymnasieskolans yrkesförberedande program: Elevers färdigheter inom formellt skriftspråk och lärares undervisning om formellt skrivande2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Formal writing is an essential part of teaching Swedish and is fundamental for higher education and professional career. The aim of my essay is to research what didactic methods Swedish teachers utilizes in upper secondary school to improve students' abilities to write formal texts. I will also examine students’ project papers in an attempt to measure the extent of formal word choice.  In the presentation of the literature I decided to use, for example, Per Olov Svedner’s perspective on writing as a process, Siv Strömquist’s manuals for essay writing and various literature regarding linguistic correctness and essay layout. Interviews with three upper secondary school teachers reveals that active feedback is a basis for students development regarding formal writing in both school and professional career. An analysis of the project papers points to insecurities regarding subjectivity, objectivity and punctuation as common issues within academic writing.

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  • 4.
    Buskqvist, Ulf
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Johansson, Emelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Digitaliseringens utmaningar2023In: Etiska perspektiv på skolledares arbete / [ed] Åsa Söderström; Anette Forssten Seise, Lund: Studentlitteratur AB, 2023, p. 57-71Chapter in book (Other academic)
  • 5.
    Byman Frisén, Liliann
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Sundqvist, Pia
    Oslo Universitet, NOR.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Gender Studies (from 2013).
    Hur stora skillnader är det i matriser för muntlig bedömning?2022In: LMS : Lingua, ISSN 0023-6330, no 3, p. 12-15Article in journal (Other (popular science, discussion, etc.))
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  • 6.
    Bäckström, Per
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Tromsö university.
    ”Et nytt møte”: Performance och performativitet i nordisk lyrik – från Jan Erik Vold till Dimmu Borgir2013In: Diktet utenfor diktsamlingen: Modernisme i nordisk lyrikk 6 / [ed] Stefan Kjerkegaard & Unni Langås, Bergeb: Alvheim og Eide akademisk forlag, 2013, p. 175-205Chapter in book (Refereed)
  • 7.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Artefakter i barns litteracitetspraktiker2013In: KAPET, ISSN 1653-4743, Vol. 9, no 1, p. 72-86Article in journal (Other academic)
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    Artefakter i barns litteracitetspraktiker
  • 8.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Lärarstudenters möte med uppfattningar om språklig mångfald under den verksamhetsförlagda utbildningen2021In: NOA. Norsk som andrespråk, ISSN 0801-3284, Vol. 2, no 22, p. 21-42Article in journal (Refereed)
  • 9.
    Duek, Susanne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Sahrif, Hassan
    Uppsala universitet.
    Svenska som mål och hinder: enspråkiga normer i flerspråkiga undervisningspraktiker2021In: Yrkesdidaktiska dilemman / [ed] Kontio, J & Lundmark, S., Stockholm: Natur och kultur, 2021Chapter in book (Other academic)
  • 10. Elf, Nikolaj
    et al.
    Gilje, Øystein
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Slotte, Anna
    Nordisk status og forskningsperspektiver: Multimodalitet i styredokumenter og klasserumsrumspraksis2018In: Multimodalitet i skole- og fritidstekstar. : Ein vitskapleg antologi / [ed] Rogne, M. & Rune Waage, L., Fagbokforlaget , 2018, p. 71-104Chapter in book (Refereed)
  • 11.
    Eriksson, Lina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Om textval och genus: Textval med ett genusperspektiv i gymnasieskolans svenskundervisning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The thesis of this essay is how literary texts are selected in the teaching of Swedish in upper secondary school, and how teachers reflect upon gender in these selections. To answer the thesis question three methods have been used. Firstly interviews were held with five teachers of Swedish, which have been the primary source for the essay. In addition to the interviews, I have examined two literary anthologies used as teaching aid in the teaching of Swedish and lastly I analyzed the literature and authors that the teachers explicitly express that they use in their tutoring. The secondary sources of this thesis contain research on selections of fictional texts, literary canon and students’ re-production of gender. The conclusion of the essay is that four components affect the selection of texts. The superior components to the selection are the students and the teachers, mostly by the students’ ability to identify with the text and the level of knowledge of both teachers and students. The subordinate components to the selections are the materials in form of teaching aids as well as the school via the curriculum and a literary canon. The essay also concludes that teachers do not reflect upon gender in the same way in their actual selections as they do in their rhetoric about the selections of texts.    

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  • 12.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Hudson, Brian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, UK.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Powerful knowledge, transformations and the need for empirical studies across school subjects2018In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, no 3, p. 428-444Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

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  • 13.
    Gericke, Niklas
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Hudson, Brian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, GBR.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Trajectories of epistemic quality and powerful knowledge across school subjects2022In: International Perspectives on Knowledge and Curriculum: Epistemic quality across school subjects / [ed] Brian Hudson; Niklas Gericke; Christina Olin-Scheller; Martin Stolare, London: Bloomsbury Academic, 2022, 1st, p. 197-221Chapter in book (Refereed)
    Abstract [en]

    In reflecting on the studies outlined in this book, we return to the KOSS research questions with respect to how the nature of powerful knowledge and epistemic quality in different school subjects can be characterized. We also consider how one may describe the transformation processes related to powerful knowledge and epistemic quality. As we do so, we develop a theoretical framework based on the concepts outlined earlier in the volume: powerful knowledge, transformation processes and epistemic quality. Our ambition with this book, and this chapter in particular, is to help create a common conceptual framework as well as a language for subject-specific research and scholarship as concerns different disciplines and school subjects. In this way, we try to find common ground for use by teachers, scholars and educational researchers interested in subject-specific research. In this final chapter, we will not once again...

  • 14.
    Golden, Anne
    et al.
    University of Oslo.
    Kulbrandstad, Lars Anders
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Høgskolen i Innlandet, NOR.
    Crossing Borders2021In: Crossing Borders, Writing Texts, Being Evaluated: Cultural and Disciplinary Norms in Academic Writing / [ed] Golden, Anne; Kulbrandstad, Lars Anders; Zhang, Lawrence, Bristol: Multilingual Matters, 2021, p. 1-17Chapter in book (Refereed)
  • 15.
    Golden, Anne
    et al.
    University of Oslo.
    Kulbrandstad, Lars AndersKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Høgskolen i Innlandet, NOR.Zhang, LawrenceUniversity of Auckland, New Zealand.
    Crossing Borders, Writing Texts, Being Evaluated: Cultural and Disciplinary Norms in Academic Writing2021Conference proceedings (editor) (Refereed)
    Abstract [en]

    This book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings.

  • 16.
    Gyllstad, Henrik
    et al.
    Lunds universitet.
    Sundqvist, Pia
    University of Oslo, NOR.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Källkvist, Marie
    Lunds universitet.
    Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms2022In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 73, no 2, p. 403-444Article in journal (Refereed)
    Abstract [en]

    Vocabulary experts recommend first language (L1) translation equivalentsfor establishing form–meaning mappings for new second language (L2) words, espe-cially for lower proficiency learners. Empirical evidence to date speaks in favor of L1translation equivalents over L2 meaning definitions, but most studies have investigatedbi- rather than multilingual learners. In our study, we investigated instructed Englishvocabulary learning through an intervention study in six language-diverse secondaryschool English classrooms in Sweden (N=74) involving three conditions for presen-tation of word meanings: (a) definitions in the L2 (English), (b) translation equivalentsin the shared school and majority language (Swedish), and (c) translation equivalents inthe shared school and majority language plus other prior languages among the learners(Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalentsyielded higher scores than did target language definitions in immediate posttests with asmall effect size but no differences in delayed posttests.

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  • 17.
    Hallberg, Fredrik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Skönlitteraturens roll i svenskundervisningen: Litteratursynen som speglas i läroplanen och motiveringar till litteraturundervisning2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate the view of literature that shines through in the Swedish curriculum for secondary school, Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. The idea is that this view of literature becomes visible when analyzing the curriculum’s ways of legitimating the teaching of literature and its relation to the use of a literary canon. The analysis compares the phrases from the curriculum regarding the teaching of literature and compares these phrases with the various literary visions that earlier scholars advocate. Based on these comparisons, discussions are raised about the pros and cons of the curriculum's ways of legitimating the teaching of literature and its relation to the use of a literary canon. My conclusions are that literature does not necessarily carry an inherent goodness and that all literature – regardless of genre or text type – can have a place in the teaching of Swedish as long as the way that the literature is being used is tailored to the purposes of literature-centered education.

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    Skönlitteraturens roll i svenskundervisningen Fredrik Hallberg
  • 18.
    Henry, Alastair
    et al.
    University West, Trollhättan, Sweden.
    Korp, Helena
    University West, Trollhättan, Sweden.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Thorsen, Cecilia
    University West, Trollhättan, Sweden.
    Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters2018In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 52, no 2, p. 247-273Article in journal (Refereed)
    Abstract [en]

    Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei’s (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for D€ornyei’s proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers’ pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers’ language awareness skills become of significant importance.

  • 19.
    Henry, Alastair
    et al.
    University West.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). University of Oslo, Norway.
    Thorsen, Cecilia
    University West.
    Motivational Practice: Insights from the Classroom2019 (ed. 1)Book (Other academic)
  • 20.
    Hoeck, Jonas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Grønne tanker i en konservativ tid2023In: Critique: Årsskrift for borgerlig idedebat og kulturkamp, ISSN 1903-4180, Vol. 16, p. 63-88Article in journal (Other (popular science, discussion, etc.))
  • 21.
    Holmgren Troy, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Leffler, Yvonne
    Göteborgs universitet.
    Wijkmark, Sofia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Nordic Gothic2020Book (Refereed)
    Abstract [en]

    Nordic Gothic traces Gothic fiction in the Nordic region from its beginnings in the nineteenth century, with a main focus on the development of Gothic from the 1990s onwards in literature, film, TV and new media. The volume gives an overview of Nordic Gothic fiction in relation to transnational developments and provides a number of case studies and in-depth analyses of individual narratives. It creates an understanding of this under-researched cultural phenomenon by showing how the narratives make visible cultural anxieties haunting the Nordic countries, their welfare systems, identities and ideologies. Nordic Gothic examines how figures from Nordic folklore function as metaphorical expressions of Gothic themes and Nordic settings are explored from perspectives such as ecocriticism and postcolonialism. The book will be of interest to researchers and post- and- undergraduate students in various fields within the Humanities.

  • 22.
    Hudson, Brian
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, UK.
    Gericke, NiklasKarlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.Olin-Scheller, ChristinaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).Stolare, MartinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). CSD, ROSE.
    International perspectives on knowledge and curriculum: Epistemic Quality across School Subjects2022Collection (editor) (Refereed)
    Abstract [en]

    Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to ‘knowledge of the powerful’ for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers’ powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.

  • 23.
    Hudson, Brian
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Gericke, NiklasKarlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.Olin-Scheller, ChristinaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).Stolare, MartinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice2022Collection (editor) (Refereed)
    Abstract [en]

    Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.

  • 24.
    Hudson, Brian
    et al.
    University of Sussex, GBR.
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects2023In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 55, no 2, p. 119-137Article in journal (Refereed)
    Abstract [en]

    This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of ‘powerful knowledge’ and ‘transformation’ and ‘epistemic quality’ within which transformation processes from the classroom to the societal level are considered as ‘trajectories of powerful knowledge and epistemic quality’. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network. 1 The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK). 

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  • 25.
    Hübinette, Tobias
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    When colourblindness runs amok: the Swedish debate on equality data2023In: Race in Sweden: Racism and antiracism in the world’s first “colourblind” nation / [ed] Tobias Hübinette, Catrin Lundström & Peter Wikström, Abingdon: Routledge, 2023, p. 139-163Chapter in book (Refereed)
  • 26.
    Hübinette, Tobias
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Lundström, Catrin
    Linköping University, Sweden.
    Wikström, Peter
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Race in Sweden: Racism and antiracism in the world's first 'colourblind' nation2023Book (Refereed)
    Abstract [en]

    Race in Sweden is an introduction to, and a critical investigation of, the Swedish relationship to race in the post-war and contemporary eras. This relationship is fundamentally shaped by an ideology of colourblindness, with any kind of race talk being taboo in public discourse and everyday language use, and in practice forbidden in official and institutional language.

    A study of a country which was until recently strikingly white but has become extremely diverse, yet where the legacy of Swedish whiteness co-exists with a radical, colourblind, antiracist ideology, Race in Sweden will appeal to scholars across the social sciences and humanities with interests in race and ethnicity, whiteness and Nordic studies.

  • 27.
    Hübinette, Tobias
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Wikström, Peter
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Inledning2023In: Sveriges avrasifiering: Svenska uppfattningar om ras och rasism under efterkrigstiden / [ed] Tobias Hübinette; Peter Wikström, Karlstad: Karlstad University Press, 2023, p. 1-19Chapter in book (Refereed)
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  • 28.
    Iversen Kulbrandstad, Lise
    et al.
    Högskolan i Innlandet, NOR.
    Ljung Egeland, Birgitta
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nordanger, Marthe
    Högskolan i Innlandet, NOR.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Forskning på andrespråkslæreres oppfatninger2020In: NOA. Norsk som andrespråk, ISSN 0801-3284, Vol. 36, no 2, p. 5-20Article in journal (Refereed)
  • 29.
    Kulbrandstad, Lars Anders
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Høgskolen i Innlandet, NOR.
    When Error are Corrected2021In: Crossing Borders, Writing Texts, Being Evaluated: Cultural and Disciplinary Norms in Academic Writing / [ed] Golden, Anne; Kulbrandstad, Lars Anders; Zhang, Lawrence, Bristol: Multilingual Matters, 2021, p. 18-37Chapter in book (Refereed)
  • 30.
    Källkvist, Marie
    et al.
    Linnaeus University; Lund University.
    Gyllstad, Henrik
    Lund University.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Sundqvist, Pia
    University of Oslo, Norway.
    Språkpraktiker som didaktiskt kontrakt i skolämnet engelska2022In: Didaktikens språk: om skolundervisningens mål, innehåll och form / [ed] ndreas Nordin & Michael Uljens, Gleerups Utbildning AB, 2022, p. 103-120Chapter in book (Refereed)
  • 31.
    Källkvist, Marie
    et al.
    Linnéuniversitetet.
    Gyllstad, Henrik
    Lund University.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Sundqvist, Pia
    University of Oslo, NOR.
    Towards an In-Depth Understanding of English-Swedish Translanguaging Pedagogy in Multilingual EFL Classrooms2022In: HumaNetten, E-ISSN 1403-2279, no 48, p. 138-167Article in journal (Refereed)
    Abstract [en]

    This paper focuses on language practices in multilingual English as a foreign language (EFL) classrooms in lower-secondary education. Based in the Ethnography of Language Policy, it presents a case study of a lead teacher of EFL and a year-8 class in a large urban multilingual school in Sweden. The study aims to map and understand language practices used in this classroom as being part of a larger sociocultural context, focusing on the perspectives of the teacher and four successively trilingual students who had had between four and eight years of schooling in Sweden. Field notes, lesson observations and interviews revealed that practices can be described as English Mainly + Swedish, referred to here as ‘English-Swedish translanguaging pedagogy’. While English was the base language in lessons, Swedish was used judiciously but consistently, serving different specific purposes. Discourse analysis of ethnographic data showed that the teacher’s practices can be traced to his lived experience and to discourses in policy documents. Student participants expressed positive attitudes to the language practices used, which can be explained by them having developed sufficient command of Swedish in the school domain and being loyal to an institutional policy document, their teacher and fellow students.

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  • 32.
    Källkvist, Marie
    et al.
    Lund University.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Sundqvist, Pia
    University of Oslo, Norway.
    Gyllstad, Henrik
    Lund University.
    Interaction in the multilingual classroom2022In: The Cambridge Handbook of Intercultural Pragmatics / [ed] Istvan Kecskes, Cambridge: Cambridge University Press, 2022, p. 836-868Chapter in book (Refereed)
    Abstract [en]

    Classroom language ecologies are increasingly diverse as a result of mobility, migration, and information technology. In these spaces, interlocutors may draw upon shared linguistic and cultural resources but also bring in others. Prime examples are additional-language (AL) classrooms, where there is a shared target language, but where students may have different first languages from their classmates and teacher. In this chapter, we review empirical research on interaction in multilingual classrooms in approaches such as ethnography, translanguaging, and conversation analysis (CA), and discuss methods and findings in relation to the growing field of intercultural pragmatics (IP). Additionally, we offer an empirical illustration from video ethnography research in multilingual English AL classrooms in Sweden. With a CA approach, we demonstrate how a group of students participating in a vocabulary game manage an instance of diverging understandings of an English word. We show how, in resolving this interactional trouble, participants draw on the target language English and the societal/school language Swedish, and we discuss the observations in light of the IP concepts of salience and common ground. Finally, we argue that classroom studies detailing social actors’ language repertoires by using audiovisual data are essential in advancing our understanding of multilingual AL classrooms.

  • 33.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Sharing is Caring: Extending the Professional Learning Community Using Social Media2021In: Social Media: Influences on Education / [ed] Cordelia Zinskie, Information Age Publishing, 2021, p. x-xChapter in book (Refereed)
  • 34.
    Lisnäs, Stina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education.
    Strindbergsbilder i gymnasiets litteraturundervisning: En analys av fyra läromedel i svenska2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to study the image of Strindberg that is conveyed in four different textbooks for the upper secondary school. How do the teaching authors choose to portray Strindberg? Do they focus on any one particular aspect of his writing? Adjacent to this a subsidiary aim is to see if teaching authors highlight the fictional nature of Strindberg’s works or choose to encourage a biographical interpretation. The work consists of a study of four literary history textbooks in the subject of Swedish for the upper secondary school, from 2000 to 2012. In the selected material the sections focusing on Strindberg and his writings are closely read and critically analysed. The teaching materials have then been compared to each other, with the purpose of trying to find similarities or differences in the way Strindberg is portrayed.

    What emerged from the analysis is that the aspect of Strindberg that is consistently provided with the greatest scope is his prose. Alongside and in interaction with the writing, much space is given to the person Strindberg and incidents from his life that has influenced his writing. The works and the facts about Strindberg which are given special emphasis are generally the same, what distinguishes the materials from each other is the actual image of Strindberg and the attributes and epithets used in the transmission of this image. A biographical interpretation of the works is indeed used throughout, like in the teaching materials of the 1980- and 1990s. 

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  • 35.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hjälpa eller stjälpa?: Flerspråkiga elevers tankar om läxor2018Conference paper (Refereed)
    Abstract [sv]

    För de flesta elever är läxor en väsentlig del av vardagen och skolarbetet. Det är också genom läxor som skoluppgifter förflyttas till hemmiljön. Skolforskningen har uppmärksammat hur läxläsning ofta förutsätter att eleverna får hjälp av någon hemma och att därför olika hemförhållanden riskerar likvärdigheten i undervisningen (Cooper, 2001). Få studier har dock intresserat sig för hur det går till när flerspråkiga elever gör läxor samt hur och om de använder sina och familjens samlade språkresurser (Duek, 2017; Ljung Egeland, 2015; Alvarez, 2014).

    I ett pågående forskningsprojekt har vi därför med teoretisk utgångspunkt i dels translanguaging (García & Wei, 2014), dels learner beliefs (Kalaja, Barcelos, Aro & Ruohotie-Lyhty, 2015) riktat fokus mot dessa frågor. Genom intervjusamtal syftar projektet till att öka kunskapen om flerspråkiga elevers villkor för läxläsning och samspelet mellan hem och skola. Deltagare i studien är 25 elever, som är mellan 6 och 13 år gamla och som alla har utländsk bakgrund. Några är födda och uppvuxna i Sverige och några är nyanlända. Materialet har konstruerats inom ramen för tre olika forskningsprojekt med narrativ respektive etnografisk ansats. Materialet har analyserats genom tematisk analys. Resultatet visar att elevgruppen ofta lägger ner mycket tid på skolarbete hemma, men också att de har särskilda utmaningar med läxor som grundar sig i hur läxorna är konstruerade och hur de följs upp. Detta får konsekvenser för elevernas föreställningar om sig själva som elever och om flerspråkighet som resurs.

  • 36.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Multilingual Children's Beliefs about Homework: Perspective2018Conference paper (Refereed)
    Abstract [en]

    This paper targets the role of homework for multilingual pupils. The research topic deals with young children living in Sweden and their experiences and beliefs of homework.

    The wider discourse on homework points out the homework's importance for school achievement and the requirements for parents to support their children with their homework. However, previous studies have scarcely focused on multilingual children. The primary research objective addressed in this study is to understand what conditions and means of action are reflected in relation to homework activities among young children with immigrant backgrounds.

    Drawing on the concept of translanguaging (García and Wei, 2014), the study examines how children make use of all their language resources in homework activities and in literacy development. The work of Cummins (2007; 2015), suggests that if multilingual children get the opportunity to use all their languages to engage in literacy activities, this is linked to higher achievement in reading comprehension.

    Based on interview data originally collected for two dissertation studies, the two datasets were here reanalyzed with a specific focus on homework activities. The project brings new perspectives on experiences and beliefs of homework from the view of young multilingual children. The preliminary results show that the children put much effort and time on homework activities and that they often use all their languages, but despite this, they do not live up to the expectations of their teachers.

  • 37.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstads universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hjälpa eller stjälpa?: Uppfattningar om läxor och elever med migrationsbakgrund2018In: Litterasitet og flerspråklighet: – muligheter og utfordringer for barnehage, skole og laererutdanning / [ed] Danbolt Vesteraas, Anne Marit, Tomter Alstad, Gunhild & Tveit Randen, Gunhild, Bergen: Fagbokforlaget, 2018, 1, p. 57-74Chapter in book (Refereed)
  • 38.
    Ljung Egeland, Birgitta
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Roberts, TimKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).Sandlund, EricaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).Sundqvist, PiaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Universitetet i Oslo.
    Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 20182019Conference proceedings (editor) (Refereed)
    Abstract [sv]

    Den svenska föreningen för tillämpad språkvetenskap (ASLA, Association Suédoise de Linguistique Appliquée) är den svenska avdelningen av internationella AILA (Association Internationale de Linguistique Appliquée). ASLA grundades 1966 och har till uppgift att främja forskning kring praktiska problem med anknytning till språk, förmedla kontakt mellan språkforskare i Sverige och andra länder, samt rekrytera till de forskningsnätverk som AILA organiserar.

    ASLA-föreningen arrangerar regelbundet symposier vid olika svenska lärosäten där såväl svenska som utländska deltagare möts. För närvarande hålls symposiet vartannat år och den 12–13 april 2018 välkomnade Karlstads universitet deltagare från inte mindre än 15 länder. Temat för ASLAsymposiet 2018 var ”Klassrumsforskning och språk(ande)”, på engelska ”Classroom research and language/languaging”. Föreliggande volym representerar fjorton av de bidrag som presenterades vid symposiet och som på olika sätt anknyter till symposiets tema. Volymen speglar den bredd och det djup som den tillämpade språkvetenskapen och ASLA:s verksamhet representerar: från barn till vuxna, från aktionsforskning med lärare till språkandets många faser och både i och utanför skolan.

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  • 39.
    Nilsberth, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Samspel och dialog i lärarledd helklassundervisning2022In: Undervisningskvalitet i svenska klassrum / [ed] Michael Tengberg, Lund: Studentlitteratur AB, 2022, 1, p. 365-398Chapter in book (Other academic)
    Abstract [sv]

    En central dimension av lärares undervisning handlar om hur man organiserar arbetet så att inte bara läraren utan även eleverna ges så stora möjligheter som möjligt till samspel och dialog med andra om ett undervisningsinnehåll. Klassrumsinteraktion ser naturligtvis olika ut i olika sammanhang och i olika ämnen, men övergripande finns tre typer av arbetsformer som skapar skilda förutsättningar, nämligen helklassundervisning, grupparbete och individuellt elevarbete. I kapitel 7 beskriver vi mönster av fördelningen mellan dessa arbetsformer i de tre olika ämnen vi fokuserar på, liksom de skillnader som finns mellan ämnena. I det här kapitlet belyser vi närmare den vanligt förekommande arbetsformen helklassundervisning, det vill säga undervisning där läraren leder ett undervisningssamtal som riktar sig till en större grupp elever, i syfte att fördjupa bilden av hur lärare på olika sätt agerar för att engagera elever i sådana samtal. På så vis vill vi också nyansera vår förståelse av fenomenet undervisningskvalitet ytterligare, genom att uppmärksamma olika sätt som lärare kontinuerligt anpassar och formar helklassundervisningen på i förhållande till elevers respons, deras förmodade förkunskaper eller till sina (lärarens) egna personliga förutsättningar. För att kunna visa detta använder vi oss här av en annan analysmetod än de vi använt ovan, nämligen samtalsanalys eller CA som metoden ofta förkortas (från engelskans Conversation Analysis). Kapitlet inleds med en bakgrund till fenomenet helkassundervisning, följt av en introduktion till några grundläggande utgångspunkter för metoden CA, som vi sedan tillämpar i analyser av hur undervisningskvalitet i helklassundervisning framträder i fyra olika klassrumsexempel.

  • 40.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Asplund, Stig-Börje
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nordic basic schools as past, present and future sites for diversity and inclusion in diverse knowledge-based societies2023Conference paper (Refereed)
    Abstract [en]

    In a changing world, Nordic societies face the challenge of maintaining a just and inclusive society while undergoing rapid ideological, economic and social changes. In this development, basic education as well as teacher education play a key role but also faces new challenges related to increasing diversity among students’ backgrounds. On-going digitalisation and hybrid sociality made possible by mobile phones and computers have contributed to increased individualisation and to weakening of the classroom as a shared space where students from different backgrounds meet. These are challenges that education systems at large, including teacher education, has to prepare for in relation to a future we know little about. This presentation is part of a Nordic research project that examines how the ideals and practices of “One school for all” as a core of the Nordic welfare state has developed from the 70’s until today. Through multidisciplinary studies of four different Nordic schools, we explore their changing role for inclusion and exclusion over a time-span of approximately 50 years, attempting to shed light also on future challenges related inclusive and knowledge based education. The research material consists of policy documents and archive material from the selected schools, interviews with former students about their life histories, small projects carried out collaboratively with students, video material, field notes, and interviews from the schools today. Taking the Swedish school as our case, this presentation mainly draws on some initial data from interviews and observation studies with former and present students attending the same school, but 50 years apart. Based on these preliminary findings, we aim to discuss possible contributions from our project and what could be implications for teaching and teacher education. 

  • 41.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Teaching Practices in Transformation in Connected Social Science Swedish Classrooms2022In: International Perspectives on Knowledge and Curriculum: Epistemic Quality Across School Subjects / [ed] Brian Hudson; Niklas Gericke; Christina Olin-Scheller; Martin Stolare, Bloomsbury Academic, 2022, p. 115-136Chapter in book (Refereed)
    Abstract [en]

    Through a wide range of international and national policies (cf. Redecker 2017; Unesco 2018) , education in Sweden and many other countries today faces strong demands to become digitalized. Hence, teachers are under pressure to implement digital resources in instruction (Player-Koro, Bergviken Rensfeldt and Selwyn 2017) . This has been shown to profoundly reframe the classroom as a learning space. A general change that the digitalization of the school seems to contribute to is a movement from collective forms of work to a greater individualization (Selwyn 2016) . While ‘one-to-one’ approaches that equip each student with digital resources seem to provide many practical benefits for teaching, the school is less able to prepare students to participate in a more critical approach to the digitalized society (Davies 2017) . New technologies are often subordinated to traditional classroom teaching practices and negotiated away when the new...

  • 42.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Tarander, Eva
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Johansson, Annelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Utforskande samtal mellan lärare och forskare om en uppkopplad undervisningspraktik2023In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 11, no 1, p. 81-106Article in journal (Refereed)
    Abstract [sv]

    Den här artikeln sätter fokus på samtal mellan lärare och forskare om utmaningar kopplade till undervisningens digitalisering på en skola som har satsat på införandet av digital teknologi i alla ämnen. Syftet är att belysa transformationsprocesser i olika skolämnen i digitaliserade och uppkopplade klassrum, genom att analysera hur lärande om dessa frågor tar form i samtalen mellan deltagarna. Åtta fokusgruppsamtal genomfördes under fyra läsår och har analyserats med samtalsanalys för att synliggöra fysiska, semantiska och sociala dimensioner av de läranderum som formas. Resultaten visar att samtalsarrangemanget kan stödja lärandeprocesser både under och mellan samtalen, och kan överbrygga brott i kontinuiteten som kan relateras till organisatoriska förändringar på skolan. Vidare visar analysen att gruppsammansättningen med lärare från olika ämnen inte främst gynnade fördjupning av ämnesdidaktiska aspekter av undervisningens digitalisering utan framför allt gynnade fördjupning när det gäller ämnesövergripande frågor.

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  • 43.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mångfald och möten i Norden?: En studie av fyra grundskolors hemsidor2023In: I väntan på inkludering: Vänbok till Kerstin Göransson / [ed] Åsa Olsson; Karin Bengtsson, Karlstads universitet, 2023, p. 21-36Chapter in book (Other academic)
  • 44.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    On the interactional challenges of revealing summative assessments: Collaborative scoring talk among teachers and students in Swedish national tests2021In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 61, p. 1-16, article id 100899Article in journal (Refereed)
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  • 45.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad university.
    Slotte, Anna
    University of Helsinki, FIN.
    Høegh, Tina
    University of Southern Denmark, DNK.
    Zophoníasdóttir, Sólveig
    University of Akureyri, ISL.
    Högström, Jenny
    University of Helsinki, FIN.
    Johansson, Annelie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Tarander, Eva
    Karlstad municipality.
    Classrooms going online: Nordic lower secondary teachers’ readiness at the COVID-19 outbreak2021In: Education in the North, ISSN 0424-5512, Vol. 28, no 3, p. 44-62Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to make visible Nordic lower secondary teachers’ experiences of the initial period of the COVID-19 pandemic, guided by three research questions: 1. What challenges and strategies can be identified in teachers’ descriptions of teaching during the pandemic outbreak? 2. What appears to be the role of digital technology in these challenges and strategies? 3. How can we understand the readiness and educational priorities of these Nordic schools in this time of crisis? Theoretically, we draw on the three main domains of purposes of education coined by Biesta (2015); qualification, socialisation and subjectification. The empirical data consists of online qualitative interviews with 17 lower secondary teachers from Denmark, Finland, Iceland and Sweden, teaching in different school subjects. A thematic content analysis was conducted, finding three main areas of challenges in relation to organisation of teaching, classroom dialogue and assessment of student learning. Our analysis makes visible how besides digital readiness, the readiness of the studied schools relied on the teachers' ability to act independently in finding professional solutions in a time of crisis. The teachers did not just sit and wait for instructions on what to do, but took initiatives and managed the situation as best as they could drawing on their professional competence.

  • 46.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Nissen, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Walkert, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The quality of instruction in Swedish lower secondary language arts, mathematics and social science2022Conference paper (Refereed)
  • 47. Nordenstam, Anna
    et al.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Easy readers in Swedish classrooms: textbooks or literature?2021In: Textbooks and Educational Media: Perspectives from Subject Education Proceedings of the 13th IARTEM Conference 2015, Berlin / [ed] P Bagoly-Simó ; Z Sikorova, Springer Berlin/Heidelberg, 2021, p. 330-340Chapter in book (Refereed)
  • 48.
    Nordenstam, Anna
    et al.
    Luleå Tekniska Universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    I litteraturens tjänst: Skolbibliotekariers uppfattningar om lättläst skönlitteratur till elever och lärare2020In: Trettonde nationella konferensen i svenska med didaktisk inriktning: Bildning, utbildning, fortbildning / [ed] M Johansson ; BG Martinsson ; S Parmenius Swärdh, Linköping: Linköpings universitet , 2020, p. 209-223Chapter in book (Refereed)
  • 49. Nordenstam, Anna
    et al.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lättläst: Bokmarknad, ungdomslitteratur, skola2022 (ed. 1)Book (Other academic)
  • 50.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Bergh, Daniel
    Department of Education and Special Education, University of Gothenburg, SE-405 30, Gothenburg, Sweden.
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Jakobsson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Haraldsson, Kerstin M. (Photographer)
    Karlstad University.
    Rektorers uppfattningar om undervisningens villkor och en skola på vetenskaplig grund: En uppföljande enkätstudie till undersökningen Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan2022Report (Refereed)
    Abstract [sv]

    Föreliggande rapport redovisar resultat från en enkätstudie som riktades till rektorer på grundskola och gymnasium. Undersökningen genomfördes under hösten 2019 inom ramen för ULF (Utbildning, Lärande, Forskning), som är en nationell försöksverksamhet. Målet med försöksverksamheten är att utveckla och pröva hållbara samverkansmodeller mellan akademi och skola vad gäller forskning, skolverksamhet och lärarutbildning.

    Enkätstudien syftar till att undersöka om kollegial samverkan runt planering och efterarbete kan utgöra en grund för skolutveckling och forskningssamverkan mellan skola och akademi. Enkäten efterfrågade även hur rektorer ser på forskningens roll i skolan. I rapporten sätts resultat från rektorsenkäten även i relation till en lärarenkät genomförd 2018 (Nordgren et al., 2019).

    Våra studier visar att kollegial samplanering runt undervisning skulle kunna vara central för en samverkan om forskning och utveckling. Resultaten påvisar emellertid stora skillnader mellan hur rektorer och lärare uppfattar villkoren för, och organisationen av utvecklingsarbetet runt undervisning.  Ett annat centralt resultat är att rektorer och lärare visar sig intresserade av forskning och samverkan mellan skola och akademi, men båda grupperna ger uttryck för att deras villkor att systematiskt utveckla sin verksamhet är begränsade.

    Denna rapport ger ett omfattande och rikt underlag för lärare, rektorer, forskare och skolpolitiker att reflektera över vilka strategier som kan vara långsiktiga och hållbara för att understödja en skola på vetenskaplig grund.

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